Construyendo conocimiento activo: el método cornell en la comprensión del dogma central de la biología molecular

Abstract

This qualitative study examines the efficacy of the Cornell note-taking method in enhancing ninth-grade biology students' comprehension of DNA and RNA within the framework of the central dogma of molecular biology. Through an analysis of student notes from a high school in Medellín, Colombia, the research identified three levels of understanding: basic structural differentiation, correlation between form and function, and integration of all three components. The Cornell method was determined to be a highly effective strategy for improving students' understanding by promoting active learning, critical thinking, and metacognitive skills. The findings indicate that this method can significantly contribute to biology education, cultivating a more profound understanding of complex biological concepts.